Program Models

As allowed by State regulation, CCSD offers Content-Based
ESL and Dual Language programs at the elementary level. At the secondary
level, CCSD offers Intensive English and Sheltered-Content ESL. The goals
of all of these programs are: (1) to help ELL students achieve comprehension,
speaking, reading, and writing competence in the English language; (2)
to enable students to maintain grade level status; and (3) to enable students
to meet graduation standards. Below is a description of each instructional
program, where the program is available, the resources needed, and the
necessary qualifications for staff.

Elementary

As defined by State regulation, an ESL program is one that “provides
instruction in the English language and other courses of study using teaching
techniques for acquiring English, and . . . incorporates the cultural
aspects of the pupil’s experience in his instruction.” CCSD
offers two types of ESL programs at the elementary level – Content-Based
Integrated and Content-Based Self-Contained. (See NAC 388.615)

The goal of both the Content-Based Integrated and Content-Based Self-Contained
approaches is the acquisition of English and grade level academics so
that the ELL student can succeed in an English-only classroom. Both approaches
have the following features:

all instruction is done in English;

when possible, the child’s primary language is used to clarify
instruction;

English is taught through reading, language arts, math, science,
and social studies;

there is a strong English language development (ELD) component in
every lesson;

the acquisition of English takes place in a structured, non-threatening
environment in which students feel comfortable taking risks; and

lessons include controlled vocabulary while students gradually acquire
the necessary language skills to succeed academically and become lifelong
learners.

Many teachers and administrators in the district have received intensive
training in High Quality Sheltered Instruction (HQSI) strategies and techniques
using the Sheltered Instruction Observation Protocol (SIOP) components.
The eight components that comprise this best practice ESL instruction
are beneficial to the English language development of ELL students.

The possible classroom configurations could consist of the following:

Self-Contained ESL Classrooms: The principal assigns
only ELL students to Self-Contained classrooms. ELL students are grouped
together for their core subjects, but have the opportunity to interact
with other students in music, art, physical education, library and lunch.
Lessons are planned according to students’ English language proficiency
levels.

Integrated 50/50 ESL Classrooms: The principal assigns
approximately an equal proportion of students who need ELL services to
native English speakers. English is taught to ELL students through content
areas by including a strong English language development component. Emphasis
is on cooperative learning and use of English-speaking role models, hands-on
activities, visuals, demonstrations, and modeling.

Integrated “Group” Classrooms: If a school
or a grade has a low number of ELL students, the principal shall group
students in a classroom at the appropriate grade level and will ensure
that ELL strategies are used in the classroom.

Depending on the number of ELL students at an elementary school, the
District shall ensure that one or more of the ESL approaches described
above are available. Based on the guidelines below, principals will make
a determination regarding which approach will be used in consultation
with the Superintendent or his designee, the Deputy Superintendent of
Student Support Services, and the Director of the English Language Learner
Program.

Generally, schools or grade levels with a low number of ELL students
should group students and place them in an integrated grouped classroom
model where ESL instructional strategies are employed. Schools or grade
levels with a large number of ELL students shall implement Self-Contained
ESL classrooms or Integrated ESL Classrooms. An Integrated 50/50 ESL classroom
shall have an approximately equal number of students who need ELL services
and students who are native English speakers. Self-Contained classes shall
include ELL students only.

Dual Language Programs

Dual Language Programs are programs in which native English speakers
and English Language Learners are grouped in classrooms and learn literacy
skills in both English and Spanish. Students are shared between two teachers,
one delivering instruction in English and the other in Spanish. Students
acquire academic and social vocabulary in both languages.

The goals of the Dual Language Program are:

a student acquires a second language or becomes bilingual;

students become biliterate, developing oral and written vocabulary
in both languages, which will then be applied to reading and writing;
and

to promote appreciation of other cultures and cross-cultural awareness.

Students in the program are learning language through content-based instruction.
English as a Second Language (ESL) strategies as well as Spanish as a
Second Language (SSL) strategies are utilized in the classroom. Academic
content core curriculum is presented through a 50/50 Dual Language Program
model with half of the instructional time delivered in English and half
of the instructional time delivered in Spanish. Lessons are not translated
when switching from one language to the other, rather, students learn
language through parallel content. The classroom environments are language
rich, always supporting the language development of students by using
realia, manipulatives, graphs, models, visual aides, and technology.

This program is currently offered in select schools in three regions.
The Superintendent or his designee, the Deputy Superintendent of Student
Support Services, Region Superintendents, and the Director of the ELLP
shall determine if a school will offer the Dual Language Program.

For schools that do not have the Dual Language Program throughout all
the grade levels, a Content-Based ESL program model with Self-Contained,
Integrated 50/50 or Integrated classrooms is offered in conjunction with
the Dual Language Program.

Secondary

At the secondary level the Sheltered Content Model is recommended.

Many teachers and administrators in the district have received intensive
training in High Quality Sheltered Instruction (HQSI) strategies and techniques
using the Sheltered Instruction Observation Protocol (SIOP) components.
The eight components that comprise this best practice ESL instruction
are beneficial to the English Language Development of ELL students.

Sheltered Content ESL Instruction

The Sheltered Content ESL Instruction Model is an integrated content
language approach. The goal of the Sheltered Content Instruction Model
is for ELL students to develop English language skills in content classes.
Secondary ELL students have a limited time to become academically proficient
in English. Therefore, they must learn both English and academic content
as quickly as possible. English is taught through content areas by including
a strong language development component. The purpose of the language development
component is to teach English language learners to communicate (listen,
speak, read, and write) in English. This component takes into account
the ELL student’s current English language proficiency level and
guides the teacher in providing the appropriate instruction for each level.
This model is implemented at the secondary level in both self-contained
and integrated classrooms. A self-contained classroom consists of only
ELL students grouped together for instruction. An integrated classroom
consists of students who need ELL services and native English speakers.
At the high school level, this model also allows students to earn credit
toward graduation in required core subject areas. Emphasis is on cooperative
learning, hands-on activities, visuals, demonstrations, modeling and sheltered
vocabulary.